Hello everyone who decided to learn the art of writing! Anna is with you - a copywriter with two years of experience who has written more than 500 articles. Today we have an important lesson.

I think you have often come across texts on the Internet in which it is difficult to grasp the essence. The author abruptly moves from one thought to another, departs from the topic. I want to close this nightmare and forget about it.

So that you avoid the fate of a would-be writer whose work no one needs, I will show you how to plan the text simply and correctly, I will also explain what it is.

Use my tips to take your copywriting to the next level.

An article outline is a list of the main ideas of the article, which are presented in a logical sequence. The main task is to reveal the content. The ideal structure is one that, when viewed, the entire text is recalled.

Each item on the list is a landmark that helps to understand the essence of the article.

Why should a copywriter draw up and think through a plan:

• get rid of porridge in the head, put all the information on the shelves;
• make the material useful, exciting for the reader;
• thanks to a thoughtful structure, the reader can easily find the block of information he needs;
• the number of customers, rave reviews will grow along with your income.

The ability to structure helps to prepare for exams, analyze competitors' articles.

We compose the structure correctly: detailed instructions

When you sit down to write a plan for the first time, chaos usually begins in your head, it is difficult to single out the main idea. As a result, paragraphs that should be short are blown up to whole paragraphs.

For reference. The main idea is the task of the article/work, and the topic is the generalized name of the content.

Where to start and how to finish:

1. Read the text 2-3 times. Take notes, write down ideas as you read. If you're writing from your head and you don't need to study competitive articles, then skip this step.
2. Ask yourself two questions: what is its topic, what is the material written for. So you immediately decide on the main idea.
3. Take a closer look at each paragraph and think about where the key point is, what is its meaning? Often a paragraph is already a complete thought that can be introduced into the structure as a subheading. Don't dwell on the details. We are only interested in the action, the plot twist.
4. Leave the list for a few minutes, relax. Re-read it. Do you understand what the work is about just by looking at it? Yes - you did a good job, no - you need to refine it.
5. Rewrite the plan in a clean copy, use it for its intended purpose.

A few tips for the trail:

1. Unfamiliar words, concepts that you will use, write out separately. Be sure to check their meaning.
2. Don't repeat yourself. If the same word comes up several times, replace it with a synonym.
3. Don't be afraid of improvements. If, after returning to the list after a few minutes, you want to make changes, then do so.
4. The plan of the text for public speaking should be short. One paragraph consists of a maximum of 2 - 3 words.
5. Make out points with numbers, and sub-points with a bulleted list.

Keep a separate notebook for plans. Write down all your work there. This is a good source of inspiration to keep track of your progress.

We took a look at the generalized way of structuring an article. Now let's complicate the task and divide the plan into several types, each of which is created in a special way.

What types of plans are there?

The plan helps us not to get confused, clearly formulate, state our thought. There are many options. Now we will consider the most famous methods.

abstract

Each section is represented by a thesis. Thesis - a brief statement of the main idea of ​​1 - 3 paragraphs. Distinctive feature: many verbs. It consists of a subject that names the topic, and a predicate that reveals it. Without a predicate, the main idea is lost.

How to find a thesis? It is difficult for beginners to highlight the main thing, discarding the details. Sometimes the subtitle of the structure is stretched for 10 - 15 words, although this is unacceptable. Ask questions for paragraphs. But remember: the answer should consist of 4 - 8 words and no more.

For example, I took the tale of the goldfish by A. S. Pushkin:

1. The old man did not live well with his old woman.
2. The old man caught the magic fish and let it go.
3. The elder told the old woman everything, she demanded a trough.
4. The dissatisfied old woman sent the old man for a hut.
5. A hut is not enough for a grumpy old woman, she wanted to become a queen.
6. The old woman was tired of being the queen, she wanted to become the mistress of the sea.
7. The fish could not stand the greed of the old woman and disappeared.
8. The old man and his wife were left with nothing.

Each 1,000 characters = 1 thesis. If you are writing a 6,000 character article, you need to highlight 6 paragraphs. So you don’t overdo it, the material will be a pleasure to read.

Interrogative

This type of structure is built on questions to a semantic block of text. Personally, it's easier for me to work through the article this way. Questions arise even during the study of materials, thinking about the topic.

Such a plan is ideal for informative articles, master classes, instructions, analysis.

How it looks, I will again show using the example of a fairy tale about a goldfish:

1. What did the old man do when he caught the magic fish for the first time?
2. How did the old woman react to the story about the goldfish?
3. What did the old woman make her husband ask for a fish?
4. How did the fish respond to the old woman's last wish?
5. What happened to the old man and his wife at the end?

Ask a question using words: how, when, why, whose, how much, who. Avoid the interrogative part "whether".

denomination

The naming plan consists of theses expressed by nouns, adjectives. Verbs are not needed. It is very short. The maximum size of one title is 2 - 4 words.

Let's go back to our golden fish tale to see the naming plan in practice:

1. Meeting of an old man and a goldfish.
2. The whims of an old woman.
3. The old man and the old woman at the broken trough.

Do you remember the childhood classics? So everything is correct. If just one glance at the plan is enough to recall the contents of the article, you are on the right track.

reference

The basic plan is written without rules. This is a small retelling of the article, consisting of the main informative parts. It is intended for personal use. It is important that you feel comfortable and understandable to work with it. All points are props, evoking vivid, detailed pictures that convey the content of the article.

You can write it expanded or compressed. It all depends on your goal, capabilities, memory, associations.

Here is how I see the well-written basic plan of the famous fairy tale:

1. The first meeting of the old man and the goldfish.
2. Three wishes of an old woman.
3. Fish refusal.
4. Broken trough.

The supporting structure is made up for public speaking, presentations, news articles and brief reviews. In order not to miss the main idea, but also not to constantly look at the sheet. Indicate facts, figures, names of objects, actors.

Mixed

This is a mix of plans. Ask questions, write out abstracts - no restrictions.

For clarity, I will show the combined structure of the fairy tale about the goldfish:

1. The elder came across a magic fish, which he felt sorry for. He let her go.
2. How did the old woman behave when she heard about the unusual fish?
3. Three wishes of an old woman.
4. Why did the goldfish refuse to fulfill the last wish?
5. The old man and his wife returned to their former lives.

You can use it for any purpose.

Simple and complex

Which plan do you need: detailed or simple. To make the right choice, consider how important it is to describe the details or can you get by with nominal sentences?

A simple structure is 3-5 headings without details, consisting of 2-5 words, and a complex one is more than 5 headings with subheadings and important details.

For example, the fairy tale "Kolobok" can be represented as follows:

Practice writing a simple outline. As soon as you start to get it, try to make it deployed.

As you can see, the simplified version indicates only the key points, the complex one helps to understand the behavior of the characters, the development of the storyline.

How does the genre of an article influence the creation of structure?

Before you sit down for the plan, think: what style does your text belong to? Will it be scientific work or hot news? What is the difference:

1. Scientific work is structured in such a way as to step by step prove a certain theory, a pattern. The author sets out the arguments, citing documents in support, referring to authoritative sources. The reader gradually comes to the conclusion - the main idea of ​​the material, which is at the end.
2. A bright note, news and review are written in a different sequence. The first paragraphs are important, attention-grabbing information, the middle reveals in detail what was stated at the beginning, and the end is a generalization, additional information.

It's all about the nature of the texts. Scientific works are read thoughtfully, paying attention to each information block.

The texts of journalists and copywriters are not studied. They are skimmed over for food, in transport. The first paragraphs should be catchy, make you want to read to the end. Those who do not take into account the difference in styles, lose a lot: their work goes unnoticed.

Common Mistakes + Examples

In the learning process, beginners often make the same mistakes. Self-learning is dangerous because the author does not always notice his weaknesses in time, gets used to them, starting to write subsequent plans in a single style. A mentor is needed at this stage. Where to find it? No need to go far, wool the Internet, we have been doing this for a long time and are ready to help you.

In the meantime, I will introduce you to the banal mistakes that make the plan inoperative:

1. Violation of the logical connection, each item lives a separate life.
2. Points intersect with each other, semantic boundaries are violated. The author failed to divide the text into key points or described the content in too much detail.
3. All items point to secondary information. Most likely, the author failed to determine the idea, the topic of the article.
4. Missing introduction and conclusion.
5. The author chose the wrong words for the names of the items. It is impossible to understand what is being said.
6. The length of the paragraph exceeds 9 words, resembles a paragraph.
7. The size of the items, the look vary too. This is only valid when writing a combined plan.

Write down a list of errors and hang on your desktop. Every time you sit down to prepare or review a plan, go through the list.

Have you written a plan? Don't rush to use it. Let him lie down for at least a few hours, and then evaluate him with a fresh look.

Let's imagine what the wrong outline of the article “How to teach a child to speak?”

1. When does a child learn to speak?
2. The child does not speak.
3. What should the baby be told?
4. How to teach a child to speak quickly and clearly?
5. Common mistakes that parents make: they read little to the child, force them to study, scold.

Even a simple glance at such a structure causes chaos in the head: what, why, what are they all about.

What mistakes are made here:

• Point 1 is redundant. We're talking about how to teach a baby to talk, not when. It is better to write a separate text about this.
• Point 2 is the thesis, and we draw up everything with questions. Looks clumsy, illogical.
• Paragraph 3 can be made a subparagraph for ease of perception.
• Paragraph 5 is long, homogeneous members after the decimal point must be arranged in subparagraphs.

And here is the corrected version:

• Introduction.
• How to teach your child to speak quickly and clearly:
  • reading aloud,
  • developmental phrases,
  • articulation gymnastics,
  • a lot of communication,
  • word games.
• Why is the child not talking?
• Common mistakes parents make:
  • annoying training,
  • lack of attention.
• Conclusion.

Learn to write similar texts in order to earn money.

Conclusion

A plan is a support that helps to collect thoughts in a pile. When I started on the article exchange, I had no idea how it simplifies the life of a copywriter. Practice as much as possible: write yourself, analyze other people's work. Remember that perseverance and experience are your help.

Have you tried making plans yet? Have you noticed how easier it is to write articles? Write comments. Share your experience.

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I wish you good luck!

Sections: Primary School

Class: 2

Target:

• to consolidate the ability to make a sentence from words, to draw up a sentence in writing, to highlight with the help of intonation in oral speech;
• develop spelling vigilance, memory, speech of students;
• educate accuracy, respect for nature.

Equipment: memos on building a sentence, illustrations about autumn, Dr. Aibolit, Leshy, Lesovichok, autumn leaves with rules written on them. Sun, circles, cloud in an envelope (for reflection), presentation for the lesson (Appendix 1)

During the classes

1. Orgmoment

Look, children, the sun has peeped into our window, plays with its ray, invites us to the Russian language lesson!
-Today, guests came to our lesson, let's smile at them and greet them with an intonation of joy with the words: “Good morning!”
-Guys, show me what mood you are in, like the sun or like a cloud?
-I wish that a good mood accompanied you throughout the lesson.

1. Message about the topic and purpose of the lesson.

The topic of our lesson is "How we build a proposal." Today we will continue to work with proposals. Using the memo, we will learn how to make sentences and write them correctly. (A memo is attached to the board.)

• Express your thoughts and feelings in a sentence.
• Arrange the words so that it is clear what and what you want to say.
• Start with a capital letter and end with a dot, exclamation point, or question mark.
• Say the sentence with the intonation of the end of the thought.

We will go to the secrets of constructing sentences on the Pykhchu train, we will travel through the stations. To do this, we need to make a passenger train. It looks like a proposal to me. Let's check? What is the composition of the train? (From wagons).

What about the offer? (From words).

Imagine that trailers are words. Where does the construction of the train begin? (From the steam locomotive).

This will be the beginning of the passenger train. Does the offer have a start? (Yes).
What letter should we start the sentence with?
Are the trailers connected? (Bound with a special mount)
How are the words in the sentence related? (Within the meaning of)
Are the words in a sentence written together or separately? (Separately).

(Construction of a passenger train from a locomotive and three wagons, and draw a proposal scheme, compare).

Do you agree with my assumption that the passenger lineup and offer are similar? (Agree).
-Now the locomotive "Pyhchu" invites you on your way. “I’m puffing, puffing, grumbling, grumbling, I don’t want to stand still!” He tells us.
-Who knows the rules of conduct on the train? (Repetition of the rules of conduct on the train).

“The train is in a hurry, the wheels are knocking.
And the guys are sitting on this train ”

The first station "Check-ka".

1. Checking homework p. 83 exercise number 187.

(Three: about rain, about wind, about cats)
-Let's remember what else we know about the proposal?
-What is the proposal?
How do we pronounce a sentence? (With intonation)
Why do you need intonation in speech? (Decorates speech, shows the end of the sentence)
How do we mark the end of a sentence in writing? (We put a period, an exclamation mark, a question mark).

Well done, they showed good knowledge about the proposal, and now let's see how competently you can write.

Work in a notebook.

Calligraphic line. Vocabulary work.

“The train is in a hurry, the locomotive is running.
He brought our guys to the garden.”

Watch station.

What season is it now?
- The main advantage of autumn is the harvest. Dr. Aibolit, a resident of this station, decided to check whether you know those who grow in the garden and in the forest and bring health to everyone.
-You have cards on your desks, read the words and sort them into groups:

• Option 1 - write down the words denoting vegetables;
• Option 2 - write down the words denoting fruits.

Whoever finds it difficult to complete this task, write down any 8 words.

On the cards: K..potato, aster, m...rkov, apple...ko, yag...yes, g...roh, p...midor, pear..., k...empty , ap...lsin, m...ndarin, l...mon, ...cucumber, r...disk, pineapple.

Who coped with the task, solve the crossword puzzle.
-Find out what berries they put in the bucket? (Children have painted buckets on their desks - crossword puzzles with endings - ika. Children write down answers: strawberries, blueberries, blackberries, blueberries, lingonberries, stone fruits.)

Mutual verification. One person dictates, others check.

Guys, why does a person appreciate vegetables, fruits and berries? (Lots of vitamins)
-Doctor Aibolit gives you the following advice:

"Always good my
Vegetables, fruits and berries before meals.
And yes, wash your hands with soap.
To defeat microbes.

(Children show circles: red, blue or green).

Our steam locomotive cannot stand still, we go further into the "secrets of the Russian language."

1. Physical education minute

"Puff, puff, grumble, grumble,
I don't want to stand still."

Inhale, "Tu-tu" - exhale, inhale, "Tu-tu!" - exhale.
Run, raise your knees high.

Runs, rushes a locomotive into the autumn forest, to the station "Make it up" brought us. Calm walking, hands up, down.

1. Letter from memory

People rejoice at a good harvest, but sadness comes in autumn - a long winter lies ahead. A.S. Pushkin wrote: (The teacher opens the blackboard, the words are mixed up).

• "breathed, the sky,
• Oh, autumn
• shone, less
• Oh, sunshine."

Guys, the prankster Leshy mixed up the words, let's restore the sentences, for this, use the memo.
-What is the first sentence about?
What is the second sentence about?
- Lesovichok still lives at this station, he keeps order in the forest, let's see if we made sentences correctly?

Write on the board:

"Already the sky was breathing in autumn,
The sun shone less often ... ").

Well done guys, they did a great job. And what spellings met in the text, explain their spelling? (The spelling of a dividing soft sign, a double consonant, the spelling of endings - we substitute the pronoun it is the sun, the sky.

1. Letter from memory.

Reflection. Children appreciate their work.

Guys, now let's find out if all the words, groups of words that start with a capital letter and end with a dot, are sentences?

1. Notebook work- problem book (page 51 exercise No. 195).

Observing the intonation of the end of the thought, read the texts in blue ovals and think, are these sentences or a group of words?
-What should be included in the proposal? (Thought, feeling).
-Guys, read a sentence consisting of one word? (Quiet.).
- What other suggestions would you make for this text?
-Correct what is written as shown on the page of the notebook - problem book below.

Independent work. Examination.

How many offers did you get? (4).

Write one sentence in a notebook. Generalization. Reading the memo on page 84 of the textbook.

The capital letter and period do not themselves turn words into sentences. In a sentence, someone or something is said, some thought is expressed.

Reflection.

1. Homework.

In autumn, everything in nature is transformed: the birds fly away, the leaves fall. And how animals prepare for the cold, you will learn from exercise No. 196 on page 52.
-Read the text, find the boundaries of sentences: beginning, end, use the studied memo for constructing sentences.

1. creative work

(On the board are illustrations about autumn).

The autumn forest is beautiful, and you just want to talk about it, make sentences. (Children make sentences)
- Guys, one proposal fell apart, let's put it together.

(On the board there are cards with the words IN, DECORATION, GOLD, STAND, BIRCH). In this we will be helped by questions: In what? In what? What are they doing? What?

Recording sentences from dictation.

There are birch trees in a golden dress.

1. Summarizing

Well done guys, they made Lesovichka happy, because he accompanied us in the forest and gave us such advice: “You guys come, but don’t destroy the trees. The forest decorates the earth. Cleans the air to the skies! The forest is the best outfit of the earth!”
-But our speech is decorated with correct, well-written sentences.
-Let's remember the rules that we need to know when building sentences.

Repeat memo.

(On four autumn leaves it is written:

• The beginning of a sentence is capitalized.
• Put a full stop, exclamation mark or question mark at the end of a sentence.
• Words in a sentence are written separately, linked by meaning.
• The sentence expresses a complete thought).

Reflection.

"Running, rushing locomotive,
He brought us to school 7.

Did you enjoy the trip?
Did you feel comfortable or uncomfortable in class?
- Describe how you felt during the lesson. (children show the sun or a cloud)
How would you rate yourself for your work in class?
-What mark would you give me for teaching the lesson?
-Thank you all for the good work!

Theme II. Lexical and stylistic norms of the Russian literary language

2.1. Variety of word meanings. homonymy

2.2. Lexical synonymy, antonymy, paronymy

Remember!

2.3. Violations in the use of words and phraseological units: verbosity, lexical incompleteness, alogism. Stylistic evaluation of borrowed words

Stylistic evaluation of borrowed words

Correct use of phraseological units

2.4. Russian language dictionaries

Topic III. Spelling and punctuation norms of the Russian literary language

3.1. Spelling of vowels and consonants Spelling of vowels

Attention!

I. Vowels o  e (e) after hissing w, h, w, u in the root of the word

II. Vowels o  e (e) after hissing w, h, sh, u in endings and suffixes

Remember!

Remember! The letter s after c in the root of the word:

Spelling of consonants

Attention! To memorize voiceless consonants:

Remember!

Unpronounceable consonants in the root of the word:

3.2. Spelling prefixes Spelling prefixes

3.3. spelling compound words spelling compound words

3.4. Spelling parts of speech

Attention! Adjectives with the suffix -yan-: exceptions:

The window has glass pane, wooden frame and pewter latches and handles.

Remember! Hyphen in indefinite pronouns:

Attention! To correctly determine the initial form of the verb:

I conjugation II conjugation

Spelling nn and in participles and verbal adjectives Remember! n and nn in adjectives:

Attention! Questions answered by adverbs:

Remember! Sizzling adverbs - exceptions:

3.5. Punctuation marks in a simple sentence

Dash between subject and verb

Dash in an incomplete sentence

Intonation and connecting dash

Punctuation marks in sentences with homogeneous members

Punctuation marks in sentences with separate members

Punctuation marks in sentences with clarifying, explanatory and connecting members of the sentence

Punctuation marks for words not grammatically related to sentence members

3.6. Punctuation marks in a complex sentence

3.7. Punctuation marks in direct speech. Combinations of punctuation marks

Combinations of punctuation marks

Spelling minimum

Topic IV. Accentological and orthoepic norms of the Russian literary language

4.1. Features of pronunciation of unstressed vowels and consonants

Pronunciation of unstressed vowels

Pronunciation of consonants

4.2. Pronunciation of foreign words, names and patronymics Features of the pronunciation of foreign words

How do names and patronymics sound

4.3. Literary stresses

4.4. Violations of accentological and orthoepic norms of the Russian literary language and ways to overcome them

Basic spelling mistakes

Topic V. Morphological and syntactic norms of the Russian literary language

5.1. The use of word forms of different parts of speech

Fluctuations in the grammatical gender of nouns

Variation of case endings

Errors in the formation and use of forms of adjectives

Errors in the use of pronouns

Use of verb forms

5.2. Variety of syntactic constructions

5.3. Variants of the grammatical connection of the subject and the predicate. Correct construction of sentences Variants of the grammatical connection of the subject and predicate

Correct construction of sentences

5.4. Options for harmonizing definitions and applications. Management options Options for harmonizing definitions and applications

Control options

Module II. Oral and written speech communication

Theme VI. Culture of speech communication

6.1. Speech etiquette. Speech etiquette formulas

6.2. Appeal in Russian speech etiquette

6.3. Speech culture of questions and answers

Question Types

A forward-looking strategy for answering questions

6.4. Business conversation. business negotiation business conversation

Business meeting

Theme VII. Public speaking skill

7.1. Public speaking composition

7.2. Communication between the speaker and the audience

7.3. Public speaking preparation

7.4. Making a public speech

Theme VIII. Scientific style of speech

8.1. Linguistic and structural features of the scientific style of speech

8.2. Types of scientific texts. Their characteristics and design

A sample of the design of the title page of a scientific work at a university

Norms of stress in Russian

8.3. Features of course and diploma work. Bibliographic description

8.4. Presentation of the results of educational and scientific activities

Stages of preparing a presentation:

Topic ix. Official business style of speech

9.1. Business documentation. Sample Documents

Personal documents

Statement

Power of attorney

Subbotina Yulia Konstantinovna

Autobiography

Administrative documents

Structure and content of the administrative document

Administrative and organizational documents

Information and reference documents

Explanatory letter

9.2. Business letter. Types of business letters

9.3. Forms of business communications

Speech self-presentation

9.4. Document language unification

Declension of numerals

Literature basic

Additional

Dictionaries and reference books

Informational resources

Teaching aids in electronic form

Donbass National Academy of Civil Engineering and Architecture

Correct construction of sentences

A sentence is built from words or phrases connected to each other with the help of coordination, management or adjoining .

It is unacceptable to violate the order of words when using participial turnover, which can be both before the word being defined and after it, but never includes it in its composition. Wrong phrases: Givendata the report testifies to the great success of graduates; Arriveddelegates to the congress are invited to the hall. Such errors can distort the meaning of the statement, for example: Acceptedprogram successfully completed at the conference(program adopted at the conference).

Competent use participial revolutions requires knowledge of the following rules:

a) the word being defined must come before or after the participial phrase. In a sentence The facts presented in the report testify to the great successes of modern rocket science. participial presented in the report refers to the defined word data, which stands inside it. Such a construction violates the rules for using participial turnover;

b) a common mistake is the incorrect placement of the participial turnover and the attributive clause in the sentence: There was a fireplace in the room, which had not been lit for a long time and served as a shelf for the tenants. In this situation, the following options for transferring content are possible: There was a fireplace in the room, which had not been lit for a long time. He served as a shelf for tenants; There was a fireplace in the room, where a fire had not been kindled for a long time. He served as a regiment for the tenants.

Participial turnover usually moves freely in a sentence, i.e. can be at the beginning, middle or end. The most common mistake in constructing a sentence with a participial turnover is that the authors do not always clearly realize that the main action expressed by the verb and the additional action expressed by the participle are performed by one person (object). If we do not take this circumstance into account, we get, for example, the following statement: Driving up to the city, a strong wind began. The main action expressed by the verb has begun, fulfills the subject wind. Additional driving up, expressed by a gerund, is the author of the statement.

A gerund can be used in an impersonal sentence if it contains an infinitive: When sitting at the table, you must wash your hands with soap and water.. In such sentences there is no subject of speech, and it is necessary to ensure that they always contain a verb in an indefinite form. Otherwise, this impersonal sentence will arise: Opening the window, the smell of pine trees.

Wrong phrases: Lost precious time at worklistening to stupid talk ; idleness– this is a relative term,sitting at home , it doesn't happen.

Significant difficulties arise with the inept use of constructions with prepositions besides, besides, instead of, along with, which must always depend on the predicate. The rupture of this grammatical connection leads to the fact that the turnover introduced by these prepositions "hangs in the air": Instead of the streets of Latsis And Freedom buses headed along the newly constructed section of Planernaya Street; We,besides chickens , intend to engage in the cultivation of turkey poults. Eliminating such errors usually requires significant revision of the sentences; The buses are headednot along the streets of Latsis and Svoboda , and on a new route , opened on Planernaya Street; We intend to grownot only chickens, but also turkeys .

There are errors in the use of conjunctions and prepositions with homogeneous members of the sentence: Built in the cityNot only new school, hospital,and drama theater and library(should have written: Not only school...but also theater); Need to pay attentionNot only on students' knowledgebut also their practical skills(should: but also on their practical skills suggestion needs to be repeated). With such unions, the word order is especially important when using homogeneous members of the sentence. For example, it is violated in this case: In the new premises it will be possiblecarry out not only circus performances,but also arrange big concerts, sporting events...(Right: not only performances, but also competitions or: not only to conduct, but also to arrange). Union not only but connects the compared objects or actions, and, consequently, the corresponding parts of speech: a noun - with a noun, a verb - with a verb.

Opposing alliances ( A, but, however) connect, as a rule, the same members of the sentence. This rule is violated in this construction: Speakers in the debatewithout objecting against the main provisions of the report,however, consider its incomplete(the circumstance [participle turnover] and the predicate are connected). As homogeneous members of the sentence, words denoting only comparable objects can be used; can't say: Congratulationsheartily Andon my own .

Homogeneous members should not include species and generic names: Our square– favorite vacation spotresidents villages,youth and children .

A common mistake is the incompatibility of one of the homogeneous members (or several) with the word in the sentence with which all other homogeneous members are associated. Let's illustrate this with examples (corrected sentences in the right column):

brought up in youth Love To travel, dreams about conquering	1. Reading fantasy novels brought up in youth Love To travel, gave birth to dreams O conquest of space.
2. Special help and personal participation in holding the Spartakiad provided by the head of the depot and trade union chairman.	2. Large help in holding Spartakiad rendered depot manager and chairman of the trade union committee, which themselves participated in competitions.

As you can see, to correct such errors, one has to introduce new words into the text, eliminating lexical inconsistencies; sometimes a radical reworking of the sentence is required, the rejection of the use of homogeneous members (as in the second example).

You can avoid many mistakes when using homogeneous members if you are stricter about the choice of case forms of nouns. So, the sentence needs stylistic editing: In accordance with the program, students must learn to perform operations such assawing jigsaw of plywood products,drilling, assembly Andfinishing details . All homogeneous nouns must be in the nominative case (such as... drilling, assembly, finishing). It is unacceptable to use generalizing words and homogeneous members in different case forms: The director said: “We are currently working on two productions:"The Cherry Orchard" Chekhov andplay Volodin "Do not part with your loved ones"(the name of the first performance should also be used in the instrumental case).

The structure of the sentence is also violated when one of its members and the subordinate part are combined. In one row, you cannot put, for example, an addition and a subordinate clause: The Prime Minister spokeabout the reduction inflation andthat salary delays no longer. It is also illegal to combine the participial turnover and the subordinate attributive: People deserve indulgenceaccepting criticism and correcting their mistakes . The subordinate clause should be replaced by participial turnover (correcting their mistakes) or instead of the participial turnover, use a subordinate clause (who admit...).

In the structure of a complex sentence, there are many difficulties. Sometimes the use of two unambiguous unions next to each other is not justified: Your recommendations are worthy,but nevertheless it is not yet possible to implement this project; He claims,as if the aircraft was refueled with substandard fuel. There is also an incorrect choice of union: Your assumption will be confirmed only then,If will be proven...(instead of If need an alliance When, correlative with the word Then in the main sentence). Spoils a complex sentence by inappropriate repetition of a particle would, in the appendage (If these measures were taken, everything would end well). The repetition of unions or allied words with the consistent subordination of subordinate clauses gives the phrase heaviness.

Consider examples of stylistic editing of such sentences.

In the first example, the replacement of the subordinate part of a complex sentence with a participial phrase not only simplified the construction, but also clarified the word being defined (not mountains, A peaks), in the second, she clarified grammatical connections (the first definition refers to the word logics, the second - by the way the science).

So, the text is a holistic speech work that has its own beginning, the structure of the unfolding of thought and the end as its completion. This is a complex communicative unity of the content side and indicators of its organization.

1. Integrity as a property of the text implies that a given unit has a single theme of narration. This theme can be formulated as a title. It is extremely difficult to come up with a title for the text, because it must, on the one hand, reflect the content of the entire text, and on the other hand, be perceived by the addressee of the speech, understandable to him.

Let's take a school essay as an example:

My house

We live in a big house on the fifth floor. We have two rooms and a kitchen. My grandmother and I live in a large room. Grandma was a doctor. She worked in Rostov. And then she moved in with us. Now she is sick. Mom is even afraid that she should be taken to the hospital. She'll be better looked after there. And we won't worry if something happens to her. After all, I'm at school all the time, and my mom and dad are at work. Mom and dad live in the bedroom. And in the kitchen we eat and drink tea.

If we consider this obviously unsuccessful work as a whole from the point of view of the relationship between the text and the title, then we can state a certain discrepancy. The text is mainly about the student's grandmother, while the title orients us to the description of the house in which this family lives.

Probably, everyone has come across this kind of teacher's remarks on the text of their own compositions. So, a frequent error is a retelling of a work of fiction, while the title orients the author to the analysis of the text, images of characters, etc.

2. The text must be composition, must be built according to a certain plan, which usually has a three-part structure - beginning, middle part (deployment of thought) and ending.

3. Inside a text, especially a large and complex one, it is possible to single out its components. Components- complex syntactic wholes, or superphrasal units (in a large text, these are chapters, paragraphs, etc.). This is a group of sentences that reveals the micro-theme of the text and, in turn, has a beginning, thought development and ending. Within one complex syntactic whole (superphrasal unity), each following sentence, as it were, answers the question that arises when reading the previous sentence. The inability to ask a question to the next sentence means the completion of a complex syntactic whole.

As an example, let's take one paragraph from A.S. Pushkin "The Captain's Daughter"

The unexpected news shocked me greatly. The commandant of the Lower Lake Fortress, a quiet and modest young man, was familiar to me: two months before that, he had traveled from Orenburg with his young wife and stayed with Ivan Kuzmich. The Lower Lake Fortress was twenty-five versts from our fortress. From hour to hour we should have expected Pugachev's attack.

After reading the first sentence: The unexpected news shocked me greatly.- Can I ask you a question: Why did this news shock me? As if the answer to this question would be the following two phrases: The commandant of the Lower Lake Fortress, a quiet and modest young man, was familiar to me: two months before that, he had traveled from Orenburg with his young wife and stayed with Ivan Kuzmich. The Lower Lake Fortress was twenty-five versts from our fortress. What conclusion follows from this? The answer is in the fourth sentence: From hour to hour we should have expected Pugachev's attack. The next question can be: What in such a situation seems to me especially dangerous? Answer: The fate of Marya Ivanovna vividly presented itself to me, and my heart sank.

It is easy to see that this passage from A.S. Pushkin is not perceived as an absolutely finished text. The first sentence of the paragraph clearly refers to the previous narrative ( unexpected news). The last sentence of the paragraph also makes it possible to continue the story. This is what ensures the connection of complex syntactic integers into a single macrotext.

However, the completeness of this text can be easily traced by reading the passage following the last sentence:

- Listen, Ivan Kuzmich! I said to the commandant. - Our duty is to defend the fortress until our last breath; there is nothing to say about it. But we need to think about the safety of women. Send them to Orenburg, if the road is still clear, or to a remote, more reliable fortress, where the villains would not have time to reach.

On the one hand, this microtext contains thoughts that are directly related to the previous microtext, but the content of the new microtext is not an answer to questions that could be put to the last sentence of the previous microtext ( The fate of Marya Ivanovna vividly presented itself to me, and my heart sank.) What exactly was introduced? Why did the heart stop?

It should be remembered that all questions that can be asked within a complex syntactic whole must be essential for the development of the text. If they are purely associative in nature, then the text is broken. It will lack the development of thought. This is easy to follow on the example of the above essay "My House". On the whole, in bad compositions there are no microthemes, no complex syntactic wholes. There is only a set of individual sentences, at best related only by association.

4. Everything in the text is interconnected, including complex syntactic wholes and individual sentences in them. There are various means interphrase communication. Let's name the main ones:

subject connection(separate parts of the text are combined by the names of people, the names of the objects described);

temporary connection(the presence in the text of a single temporary space). Temporal unity is expressed grammatically and lexically: in 1961, first and then; morning-evening etc. Pay special attention to the grammatical unity of time. Change of time should always be justified! One of the most common mistakes in school essays is an unmotivated transition from the present to the past, and vice versa: Yesterday on the first channel they showed my favorite film "Die Hard". I'm watching this movie for the seventh time;

spatial connection (in our city, there, here etc.);

word order.

In a written narrative text, a sentence usually begins with a topic, subject matter, something known (from a previous utterance) or less meaningful in terms of content. And the sentence usually ends with new, most significant information in the given context and situation. The distribution of known and new, less and more significant depends on the text whole. The most common is this word order. The information that was new, most significant and located at the end in the previous sentence becomes known in the next sentence, less significant and therefore moves to the beginning.

For example: The next day I woke up with a headache, vaguely remembering yesterday's events. My reflections were interrupted by Savelich, who came in with a cup of tea.(Pushkin). In the first sentence, the content center, the most significant is the information that Petr Grinev (author of the narration) woke up with a headache, vaguely remembering yesterday's events. It is no coincidence that this information is located in the second part of the sentence and, when pronouncing the statement aloud, is separated from less significant information ( Next day) pause. In the second sentence, the second part of the first sentence is expressed in the phrase my thoughts. This information is already known and less significant, so it is placed at the beginning. New information: were interrupted by Savelich, who came in to me with a cup of tea- placed at the end.

Cf .: violation of word order in an excerpt from a school essay: I love war books. I learn about heroes from them; correct word order: I love war books. From them I learn about the heroes;

replacement nouns, adjectives already known from the previous text into pronouns and pronominal adverbs ( he, it, then, there and etc.):

Annushka quickly went into the woods. Kasyan looked after her, then looked down and grinned. In that long smile, in the few words he said to Annushka, in the very sound of his voice when he spoke to her, there was inexplicable, passionate love and tenderness.(Turgenev).

But do not overuse pronominal words and be careful not to create ambiguity in their use.

Wed: Within three days, the owners must pick up the dogs from the kennel. Otherwise, they are killed;

note that in business texts such a substitution is not allowed.

coordinating conjunctions (and, but, but, however and etc.):

Auntie woke up, jumped up and, without leaving the mattress, burst into a howling bark. It already seemed to her that it was not Ivan Ivanovich who was shouting, but some other, outsider. And for some reason the pig grunted again in the shed. But then the shuffling of shoes was heard, and the owner entered the room in a dressing gown and with a candle(Chekhov).

However, the use of unions should be really necessary. So, in oral answers and in essays, schoolchildren often abuse unions, primarily unions and, a, and without taking into account their meaning:

He first lived on his father's estate. And then he went to serve in the Belogorsk fortress. And there he fell in love with Masha. And Masha also fell in love with him;

special text clips, first of all - introductory words ( firstly, secondly, so, thus, on the one hand, on the other hand, in particular, for example and etc.):

The leaves were already starting to turn yellow. Firstly, we were quite high above sea level, and, secondly, in time we seemed to be transported forward(Arseniev);

non-special means of communication, specifically the repeat:

Who hasn't cursed the stationmasters, who hasn't scolded them? Who, in a moment of anger, did not demand from them a fatal book in order to write in it their useless complaint of oppression, rudeness and malfunction? Who does not consider them monsters of the human race, equal to the deceased clerks, at least Murom robbers?(Pushkin).

Note: repetition must be meaningfully and stylistically justified. Otherwise, it will be perceived as a stylistic mistake!

Red line, paragraph articulation in a written text.

Experiments show that without red lines, the text is hardly perceived and comprehended. Most often (with all the specificity of various texts), a paragraph coincides with a superphrasal unity. The red line usually emphasizes the beginning of the unfolding of a new thought. In this case, the first phrase of the new paragraph plays a very important role. This is a kind of "summary" of the entire superphrasal unity.

Pay attention to the structure and the first phrase of the paragraph of the chapter “Court” from the story “The Captain's Daughter” by A.S. Pushkin:

Marya Ivanovna suffered the most. Being convinced that I could justify myself whenever I wanted to, she guessed the truth and considered herself the cause of my misfortune. She hid her tears and suffering from everyone, and meanwhile she constantly thought about the means of saving me.

Other means of interphrasal communication can also be distinguished (see, for example, the books: Loseva L.M. How the text is built. M., 1980; Velichko L.I. Work on the text in the lessons of the Russian language. M., 1983; Ippolitova N. A. Text in the system of teaching the Russian language at school. M., 1998; Solganik G. Ya. Stylistics of the text. M., 2001). Their use is largely determined by the type of text, the specific tasks that the author sets himself. But the presence of such links is necessary, otherwise the set of sentences will be perceived as a simple set of sentences, and not a single text.

Subject: Learning to build interrogative sentences and answer them accurately.

Target: Expansion and accumulation of speech experience of younger students.

Tasks: Educational: contribute to the formation of skills to observe the intonation of interrogative sentences, to highlight special interrogative words, to build accurate answers taking into account these words.

Developing: to promote the development of speech, thinking, emotional-volitional, need-motivational spheres, the ability to analyze information, draw conclusions.

Educational: to promote the formation of speech culture skills, communication skills.

Planned results:

Personal: be able to express their emotions, understand the emotions of other people, pay attention to the peculiarities of oral and written statements of other people, skillfully use the Russian language.

Regulatory UUD:

To be able to determine and formulate the goal of the activity in the lesson with the help of a teacher, pronounce the sequence of actions in the lesson, learn to express one's assumption, evaluate one's achievements.

Cognitive UUD:

Be able to navigate in the textbook, build simple reasoning, draw conclusions.

Communicative UUD:

Be able to work in pairs; ask questions, answer questions of others, negotiate with classmates about the rules of behavior and communication.

Subject UUD:

Distinguish types of sentences by purpose and intonation. Build sentences different in purpose and intonation to solve certain speech problems: to answer a given question, to express one's attitude to something, to convey one's thoughts and feelings.

Lesson type: a lesson in the application of knowledge, skills and abilities.
Equipment: textbook, notebook, presentation.

during the classes.

1 organizational moment.

2. minute of calligraphy.

R - we start writing from the middle of the working line, go down to the middle of the next working line, go up in a straight line, not reaching the middle of the line we write a small straight line with a rounding at the top and bottom.

2. Definition of the topic, the purpose of the lesson

There are cards with letters in front of you. Determine the topic of the lesson by completing the tasks in the card:

1. Cross out the letter denoting a voiced, always soft consonant

Cross out the vowel that denotes the hardness of consonants

2p.- Cross out the letter that denotes a deaf, always soft consonant

Cross out the last letter in the alphabet

3p.- Cross out the letters of paired consonants

Cross out the first letter in the alphabet

Connect the letters in the lines, starting from the top line, read what happened?

What is the topic of the lesson? (Suggestions ....)

What do you think: do we already know everything about the proposal?

What is the purpose set before us today? What will we find out?

Today we will continue to work on the proposal. Read the topic of the lesson. What else are we going to learn?

Lesson objective: Learn to ask and answer the right questions. Slide 7

Work in pairs. Slide 8

exercise 216

1. You read this book?

2. Youread this book?

What are the answers to the first question? For the second question?

Why do you think the words are highlighted in blue in these sentences?

Why is this happening - the question is one, but the answers are different?

Let's read the message that the authors of the textbook offer us.

Do you agree with the conclusion in the textbook? Does it match your opinion?

Ask questions to each other, highlighting the indicated words with your voice, and get an answer.

Why is there one question and different answers?

Conclusion: in oral speech, we emphasize one word more than others in a sentence. This word is usually especially important in meaning. If it is highlighted in the question, then it often prompts the answer.

Front work. Slide 9

exercise 217 -Now I invite you to observe such highlighted words. Read the task for the exercise

(Students read sentences. It is necessary to monitor the correct selection of the necessary words by voice. The concept of "logical stress" is not yet given to children).

Give short oral answers to these questions.

Write them down in your notebook in separate words.

What answers did you write down?

(Collective check).

Name all the spellings that you met in these words.

Read the questions aloud and give short answers.

Where Uncle Fyodor wrote letters to his parents?

Who from animal bone shell?

When leaves fall?

After what day of the week is Monday?

What put in cabbage soup?

Notebook entry:

K.I. Chukovsky.

From Prostokvashino.

At the turtle.

In autumn.

After Sunday.

cabbage.

Answer questions 4 and 6 in full. Write them down.

How will you proceed when writing proposals?

List the rest of the spellings.

What words helped you answer the questions? These are special question words. They suggest which words in the answer will be the main ones and are most often located at the beginning of the question. And where are the main words of the answer?

Who will draw the conclusion now?

Conclusion: information known from the question is placed at the beginning of the sentence, and the main words of the answer are usually placed at the end of the sentence. And what words to become the main ones help us with question words.

Guys, this message also talks about question words. Can you tell what these words are?

How do they work?

(They suggest what to say in the answer).

I wrote some of the question words on the board. Please read them.

Who? What? For what?

What? Which? Why?

Whom? How? Where?

Which of them helped us answer the questions in exercise 217 today?

What word did I miss?

(Where?)

Well done, you are very attentive.

Tell me, please, now you can explain why the topic of our lesson is: “As you ask, I will answer”?

(Children's explanations).

7. Primary consolidation of the studied.

Quiz.

– Do you know what a quiz is? Read the questions of exercise 219

Who will give birth to cubs in leaf fall?

Let's try to rearrange the words and choose the best option.

In leaf fall, cubs will be born to a hare.

In leaf fall, cubs will be born to a hare.

Where do butterflies and mosquitoes hide in winter?

Butterflies and mosquitoes hide for the winter

5. Reflection. What interesting things did you learn in the lesson? Assess your mood in the lesson with emoticons.

– How are interrogative sentences constructed? (What words are used?)

– What question words do you know? What do they suggest?

4. Homework.

At home, you will try to compose questions for the quiz, you can have 1 question, or you can 2. Write a question, think about it and write down the full answer.

Who will find it difficult to compose a question on their own, find it in encyclopedia books.

Guys, we learned in the lesson to build interrogative sentences and answer them correctly. What caused you difficulty? What was unclear?

Try to evaluate your work in the lesson and give yourself a mark in the margins of your notebook.

I thank you for the lesson and ask you to come up with questions for the quiz at home. If you find it difficult, use exercise 220 p.112.